Abstract:
Forty grade 9 students were selected from a small rural board in
southern Ontario. The students were in two classes and were treated as
two groups. The treatment group received instruction in the Logical
Numerical Problem Solving Strategy every day for 37 minutes over a 6
week period. The control group received instruction in problem solving
without this strategy over the same time period. Then the control group
received the treat~ent and the treatment group received the instruction
without the strategy.
Quite a large variance was found in the problem solving ability of
students in grade 9. It was also found that the growth of the problem
solving ability achievement of students could be measured using growth
strands based upon the results of the pilot study. The analysis of the
results of the study using t-tests and a MANOVA demonstrated that the
teaching of the strategy did not significaritly (at p s 0.05) increase the
problem solving achievement of the students. However, there was an
encouraging trend seen in the data.
